ADHD

Over the last 20 years, ADD / ADHD has seemingly become as common as allergies. It is overly diagnosed even with the most mild of “symptoms”. As we learn more about our minds and how our brain works, including learning styles and how we process information in various ways, it is now very clear where these challenges come from.

The truth; most kids labeled ADD / ADHD are really just kinesthetic learners. Unfortunately in today’s classrooms very few teachers understand about kinesthetic learners or how to educate them properly. Most students are put in a classroom and expected to learn the way everyone else is. Where auditory learners dominate and visual learners come in a close second, the kinesthetic learners are left far behind.

In our Innate Intellect Evaluation, we are able to clearly identify which style of learner a student is as well as personality, which could have an affect on how they perform in the classroom. It also identifies the speed and the style in which a student processes information in various parts of the brain.

One style of processor in a certain part of the brain can have a strong affect on focus and concentration, while another style in another part of the brain may cause that student to rethink the problem over and over. The speed of those processors also play a significant role in how fast or slow a student may take to learn, memorize or understand a concept.

The reality is that ADHD and its diagnosis and treatment have been considered controversial since the 1970s. The controversies have involved clinicians, teachers, policymakers, parents and the media. Positions regarding ADHD range from believing it is simply the far end of a normal range of behavior to considering that it is the result of an underlying genetic condition. Other areas of controversy include the use of stimulant medications and specifically their use in children, as well as the method of diagnosis and the possibility of overdiagnosis.

With our understanding of brain mapping today, we believe it is totally unnecessary to drug children who exhibit the “signs” of ADHD. It is simply a matter of changing how information is conveyed and helping children to utilize their kinesthetic learning ability.

IMI has completed over 200,000 evaluations and is now able to clearly identify the specific reasons that a child might be labeled ADHD. More importantly, we can help your child overcome those challenges and make them into strengths.

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